Relevant bibliographies by topics / Writing and reflection

Academic literature on the topic 'Writing and reflection'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Writing and reflection"

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Ono, Aya, and Reina Ichii. "Business students’ reflection on reflective writing assessments." Journal of International Education in Business 12, no. 2 (November 4, 2019): 247–60. http://dx.doi.org/10.1108/jieb-08-2018-0036.

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Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee. Findings The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required. Research limitations/implications A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education. Practical implications Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice. Social implications Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice. Originality/value This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.
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Herrick, Michael J. "Writing Requires Reflection." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 144–45. http://dx.doi.org/10.1080/00098655.1992.10114186.

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 96. http://dx.doi.org/10.18438/b8pd1g.

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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes. Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis. Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.” Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%), allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain. Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes. Main Results – Practising reflection demonstrated benefits for individuals and groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1) Nature of reflection (2) Reflection seen as useful in providing support for a career and professional development (3) Reflective writing – benefits (4) Reflective writing – potential in future employment and workplace (5) Encouraging others to use reflective practice (6) Reflecting positively (7) Reflection applicable to both individuals and groups (8) Reflection in support of personal awareness (9) Exploration of different methods of reflection (10) Difficulties in focusing enough to be able to reflect deeply Conclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further. Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.
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Wald, Hedy S., Shmuel P. Reis, and Jeffrey M. Borkan. "Reflection rubric development: evaluating medical students’ reflective writing." Medical Education 43, no. 11 (November 2009): 1110–11. http://dx.doi.org/10.1111/j.1365-2923.2009.03470.x.

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Timcheck, Phillip M. "Integrating Reflection in Writing." Nurse Author & Editor 28, no. 2 (June 2018): 1–8. http://dx.doi.org/10.1111/j.1750-4910.2018.tb00014.x.

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Wear, Delese, Joseph Zarconi, Rebecca Garden, and Therese Jones. "Reflection in/and Writing." Academic Medicine 87, no. 5 (May 2012): 603–9. http://dx.doi.org/10.1097/acm.0b013e31824d22e9.

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Cooper, David D. "Reading, Writing, and Reflection." New Directions for Teaching and Learning 1998, no. 73 (1998): 47–56. http://dx.doi.org/10.1002/tl.7306.

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Peñaloza, Anna Carolina, and Laura Camila Salamanca. "Writing from the Self: Reflecting on the Role of Creative Writing in the Academic Writing Classroom." Enletawa Journal 12, no. 2 (April 29, 2020): 97–121. http://dx.doi.org/10.19053/2011835x.10955.

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As academic writing teachers, we are often faced with the challenge of teaching writing as a system or emancipating from its structures. In this reflective paper, we begin by examining our own experiences with writing for academic and creative purposes using co/autoethnography as a method of self-reflection. In addition, we invited three modern language students at a public university in Tunja, Colombia to share their reflections about their writing processes and the role creative writing could play in the academic writing classroom. Our reflections were a first step in rethinking our classroom from a critical sociocultural model, which revealed that students’ individual writing processes, motivation, feedback, and creative writing could help boost students’ self-confidence when writing for academic purposes.
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Guleker, Rudina. "Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course." European Journal of Language and Literature 2, no. 1 (August 30, 2015): 78. http://dx.doi.org/10.26417/ejls.v2i1.p78-82.

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Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool.
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McKinney, Pamela, and Barbara A. Sen. "Reflection for learning: understanding the value of reflective writing for information literacy development." Journal of Information Literacy 6, no. 2 (November 26, 2012): 110. http://dx.doi.org/10.11645/6.2.1747.

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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.
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Dissertations / Theses on the topic "Writing and reflection"

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Tsang, Elza Shuk Ching. "A teacher's reflection : using journal writing to promote reflective learning in the writing classroom." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437647.

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Wicks, Cayce M. "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1918.

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The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.
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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.

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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
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Pearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.

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Godsland, Shelley. "Writing reflection, reflection on writing : Lacan's mirror stage and female self-construction in Helena Parente Cunha and Sylvia Molloy." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364206.

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Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.

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As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.

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Croft, Julia. "Seeking constructive alignment of assessment in teacher education : locating the reflection in reflective writing." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581897.

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The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.
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Alexander, Jane. "The contemporary uncanny : an exploration through practice and reflection." Thesis, Northumbria University, 2018. http://nrl.northumbria.ac.uk/36241/.

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My Creative Writing thesis comprises a collection of uncanny short stories that explores social, psychological and physical impacts of advances in science and technology, and a critical-reflective exegesis. Using a research methodology that critically examines insights emerging from creative and reflective practice, the thesis as a whole addresses the question of how the short story can be used as a particularly appropriate mode to illuminate contemporary experiences of science and technology through the creation of uncanny affect. The exegesis offers a definition of contemporary uncanny fiction; the stories test a range of thematic, stylistic and formal strategies for achieving uncanny affect. The resulting creative work suggests a contemporary technological uncanny is one that develops and extends Freud’s conceptualisation of das Unheimliche. Chapter 1 establishes the theoretical background to my practice research, providing a historical overview of the uncanny as a phenomenon and literary mode. Chapter 2 draws on Gothic and posthuman studies and psychoanalysis, and short stories by China Miéville, Nicholas Royle and Ali Smith, to explore the implications of insights emerging from my short stories: notions of an ‘uncanny of the virtual gaze’ and the body as site of impact for science and technology characterise a technological uncanny particular to our age, and comprise an original contribution to dialogues and debates theorizing a contemporary uncanny. Chapter 3 applies these notions to the practice of creative writing, to investigate the impact of its location in the academy. Finally, Chapter 4 extends existing narratological theory to suggest how second person is a particularly uncanny narrative mode, and examines issues of form, voice, structure and sequence to contend that short fiction is an especially effective form for the creation of uncanny affect – at the level of the individual story, and the collection as a whole.
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Lai, Guolin. "Examining the effects of selected computer-based scaffolds on preservice teachers' levels of reflection as evidenced in their online journal writing." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/msit_diss/41/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from title page (Digital Archive@GSU, viewed June 4, 2010) Brendan D. Calandra, committee chair; Stephen W. Harmon, Carolyn Furlow, Douglas Williams, committee members. Includes bibliographical references (p. 211-233).
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Golden, Freida M. "Autobiographical writing as a reflection of adolescent voice and rural culture /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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Books on the topic "Writing and reflection"

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Reflection in the writing classroom. Logan, Utah: Utah State University Press, 1998.

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Real writing: Argumentation, reflection, information. 2nd ed. Glenview, Ill: Scott, Foresman, 1986.

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Reflective Writing: A Reflection upon a Team Work Experience. München: GRIN Verlag GmbH, 2011.

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U, Seyler Dorothy, ed. Patterns of reflection. 4th ed. Boston: Allyn and Bacon, 2000.

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On further reflection: 60 years of writing. New York, NY: The Overlook Press, 2015.

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U, Seyler Dorothy, ed. Patterns of reflection: A reader. 7th ed. New York: Pearson Longman, 2009.

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Smalzer, William R. Write to be read: Reading, reflection, and writing. 2nd ed. Cambridge: Cambridge University Press, 2005.

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Write to be read: Reading, reflection, and writing. Cambridge: Cambridge University Press, 1996.

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U, Seyler Dorothy, ed. Patterns of reflection: A reader. 6th ed. New York: Pearson/Longman, 2007.

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U, Seyler Dorothy, ed. Patterns of reflection: A reader. 5th ed. New York: Pearson/Longman, 2004.

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Book chapters on the topic "Writing and reflection"

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Williams, Kate, Mary Woolliams, and Jane Spiro. "About reflection." In Reflective Writing, 2–4. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_1.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Reflection in research." In Reflective Writing, 52–54. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_10.

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Farrell, Thomas S. C. "Reflection through Writing." In Reflective Practice in ESL Teacher Development Groups, 61–76. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_5.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Using a framework for reflection: Gibbs’ reflective cycle." In Reflective Writing, 90–102. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_16.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Conclusion: the habit of reflection." In Reflective Writing, 121. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_19.

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Hartley, Peter, and Mark Dawson. "Writing up your reflection." In Success in Groupwork, 101–7. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01375-0_16.

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Katz, Louise. "Critical Reflection." In Critical Thinking and Persuasive Writing for Postgraduates, 19–33. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-60443-9_2.

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Huang, Li-Shih. "Reflective Learning Through Writing." In Improving Learner Reflection for TESOL, 63–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429352836-5.

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Huang, Li-Shih. "Facilitating Learner Reflection Through Writing." In Improving Learner Reflection for TESOL, 129–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429352836-9.

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Sheppard, Robert. "Reflections on Reflection: Supplementary Discourses in Creative Writing Teaching in the UK." In Teaching Creative Writing, 111–15. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137284464_15.

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Conference papers on the topic "Writing and reflection"

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Grigorenko, Anna. "Developing Academic Writing Skills Through Reflection." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.31.

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Martinotti, Orit Zipora. "An Intervention Program to Improve Writing Self-Efficacy in Second Language Among Immigrant-Adolescents." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.9.

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Chis, Olga, and Claudia Doina Grec. "Pedagogical Aspects of Teaching, Learning, Assessing the Reading-Writing Elements for Primary School." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.22.

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Yi, Yuhe. "Investigating Preservice Teachers' Reflective Writing: How Epistemic Networks Shape Reflection Levels and Strategies." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578489.

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Hallman, Heidi. "Community-Based Field Experiences in Teacher Education: Inquiry, Writing, and Reflection." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430399.

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Sinar, Tengku Silvana, Liza Amalia Putri, and Dian Marisha Putri. "Incorporating Self-assessment and Reflection in Writing Portfolios of EFL Writers." In International Conference of Science, Technology, Engineering, Environmental and Ramification Researches. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010071412731279.

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Wang, Xiao. "The Reflection of Maslow's Hierarchy Needs Theory in English Writing Teaching Circumstance." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.393.

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Grokhovskiy, Pavel. "TIBETAN WRITING AS PART OF EDUCATION SYSTEM: A MODERN REFLECTION OF TRADITIONAL VIEWS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.145.

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Rollag Yoon, Stephanie. "Critical Reflection in Building Practice Spaces: Examining Our Pedagogical Writing Processes for Equity." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688165.

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Karim, Z., C. Kyriakakis, and A. R. Tanguay. "Improved two-beam coupling gain and diffraction efficiency in bismuth silicon oxoide crystals using a bandpass AR coating." In OSA Annual Meeting. Washington, D.C.: Optica Publishing Group, 1989. http://dx.doi.org/10.1364/oam.1989.mi5.

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Bismuth silicon oxide (Bi12SiO20, BSO) is widely used as a photorefractive material for two-beam coupling (TBC) gain and holographic grating recording applications.1 As is the case for most photorefractive materials, BSO suffers from several inherent reflectivity induced problems due to its high index of refraction (n = 2.61 at 514 nm). Multiple internal reflections of the writing beams interact among themselves to write transmission gratings with periods at or near the primary grating period. Furthermore, interference of the incident beams with the internally reflected beams gives rise to additional reflection gratings. Both types of interaction combine to reduce the overall grating modulation strength and to increase the potential for crosstalk and cross coupling, particularly for the case of multiplexed holograms. Reducing these problematic multiple reflections by means of a simple double layer bandpass antireflection coating2 increases the TBC gain coefficient and the diffraction efficiency by increasing the effective grating modulation depth. The writing sensitivity of the crystal (as expressed by the grating rise time) and the dependence of the diffraction efficiency on the incident beam polarization were also investigated for both uncoated and AR coated crystals.
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Reports on the topic "Writing and reflection"

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Stannard, Casey R., and Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-93.

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Melnyk, Olesia. MEDIA DISCOURSE AROUND THE FIGURE OF ORIANA FALLACHI AND HER JOURNALISM DURING 2017–2020. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11114.

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The article analyzes the media discourse around the figure of Oriana Fallachi and her journalistic work during 2017-2020. The actual media image of the figure of Fallachi is highlighted, examples of positive and negative statements are given. It is substantiated why her journalism should be researched in various ways, taking into account other aspects of her work that are not related to Islamophobia. The subject of the study is critical texts in modern foreign media dedicated to the author’s work. The objective of the study is to outline the media discourse around the figure of Oriana Fallaci and her journalism during 2017-2020. The methodology. The following methods have been used in the process of scientific research: historical, comparative, systems analysis, content synthesis, and others. The main results. In total, we have analyzed eight materials in foreign publications, published over the past 3 years, as well as the two most famous biographies of Oriana Fallaci. Some of the most recent reviewed texts have been published in the last few months, reflecting the interest in the author’s journalism, her writing, and reporting. Therefore, we see the need for further tracking and analysis of this body of texts. Conclusions. Critics of Fallaci express polar views that are not all negative. Authors re­commend quite cautiously her texts for reading, emphasizing their positive aspects. Both Fallaci’s biographies are also not entirely complementary: some aspects of her work are glorified, others are condemned. We managed to find general tendencies in the criticism of Oriana Fallaci’s journalism. These include accusations of xenophobia and Islamophobia, uncompromisingness, lack of political correctness, and moral value. The authors emphasize, at the same time, the openness and directness that bribe the reader, patriotism and honesty, strength of spirit and firmness of position. Significance of the research. The analysis of the latest criticism reveals what kind of media image Fallachi’s figure has today, and gives the possibility to research it for demonization and one-sided coverage. This is important not only for thorough research of the author’s work but also for understanding how the modern world perceives journalism, which is contrary to the generally accepted principles of political correctness, journalistic ethics, and humanity.
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